Use -ing verb endings on the device
When to use this goal
For students who combine words on a device that supports word endings (a morphology key or word forms page) and who leave verbs unmarked when describing ongoing actions. Base the choice on a language sample on the device; this is a grammar goal for students ready for it, not a requirement before other communication.
- Baseline
- Record 10 or more contexts that call for -ing and whether the student marked the verb, used the bare verb, or left the verb out. Confirm the device has a word-ending feature and how many selections it needs; motor cost explains some omissions.
- Tips
- Score each obligatory context: correct when the -ing form is selected on the device. A message without -ing that is still clear is good communication; note it, but score the grammar goal separately. Teach the ending key with high-interest verbs.
- Limits
- Grammar marking on a device takes extra selections; speed and fatigue affect use. Structured pictures overestimate use in conversation; add a sample from a class activity.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-036.
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Goal
By the annual IEP review date, given 10 action pictures or short video clips and asked "What is happening?", the student will add the -ing ending on the device to the verb when describing an ongoing action (such as "dog running") independently with at least 80% accuracy on obligatory contexts for -ing on the device, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 20% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about AAC & Augmentative Communication.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 20% accuracy.
- Annual goal442 characters
- By the annual IEP review date, given 10 action pictures or short video clips and asked "What is happening?", the student will add the -ing ending on the device to the verb when describing an ongoing action (such as "dog running") independently with at least 80% accuracy on obligatory contexts for -ing on the device, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 action pictures or short video clips and asked "What is happening?"
- Behavior
- The student will add the -ing ending on the device to the verb when describing an ongoing action (such as "dog running") independently
- Criteria
- With at least 80% accuracy on obligatory contexts for -ing on the device, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on obligatory contexts for -ing on the device
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 action pictures or short video clips and asked "What is happening?", the student will add the -ing ending on the device to the verb when describing an ongoing action (such as "dog running") independently with at least 80% accuracy on obligatory contexts for -ing on the device, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.